M.A.inSpecialEducation

ProgramHandbook

CollegeofEducation

InterdisciplinaryandInclusiveEducationDepartment

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TABLE OF CONTENTS

Introduction …………………………………………………………………..…. 3

Master of Arts in Special Education ………………………………………...… 4

CEC Standards for Advanced Programs …………………………………...….5

Curriculum and Course Requirements …………………………………….. 6-7

Course Schedule ................................................................................................... 8

CEC Code of Ethics …………………………………………………………....10

Degree Requirements ....................................................………………….…...11

Registration/Financial Aid/Online Course Information ................................ 12

Frequently Asked Questions ……………………………………………....... 13

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INTRODUCTION

On behalf of all faculty and staff, we are delighted that you have decided to join us in the MA in Special Education Program.This handbook is prepared to provide general information about the program and related resources. If you need detailed information or discussion on your individual issues, please feel free to contact the program coordinator, Dr. Jay Kuder at 856-256-5659 or e-mail:kuder@rowan.edu.

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MASTER OF ARTS IN SPECIAL EDUCATION

This advanced program is designed for individuals who possess an instructional certificate and want to pursue a master’s degree in Special Education. The purpose of the program is to provide advanced studies focusing on educational, psychological and sociological needs of the children and youth with disabilities. The course work and related field experiences are designed to foster an understanding of students with special needs, combined with pedagogical skills to accommodate these needs and provide appropriate curriculum modifications when necessary. Upon completing the program, candidates earn a Master of Arts in Special Education.

The M.A. in Special Education aims to produce instructional leaders who are well versed in special education topics including collaborative teaching, administration, and assessment. The Graduate Endorsement track is designed to qualify students, who don’t currently possess it, for special education endorsement while simultaneously earning their Master’s degree. The Autism Spectrum Disorders track is designed for those who are already licensed to teach Special Education, but are interested in working with students with significant disabilities, especially autism spectrum disorders. The Learning Disabilities track is designed for those who are already licensed to teach Special Education, as well as other educational professionals, to understand and provide instruction and accommodations for individuals with learning disabilities.

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Council for Exceptional Children

Special Education Specialist Advanced Preparation Standards 1.0 Special education specialists use valid and reliable assessment practices to minimize bias.

2.0 Special education specialists use their knowledge of general3 and specialized4

curricula to improve programs, supports, and services at classroom, school, community, and system levels.

3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. 4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice. 5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments. 6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities. 7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.

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CURRICULUM AND COURSE REQUIREMENTS

Program Code: MA-SPECED / Major Code: G809

The M.A. in Special Education: Graduate Endorsement is a part-time program offered online and on the Rowan University, Glassboro, NJ campus. It requires the completion of 30–36 graduate semester hours (10–12 courses).

Core Courses (taken by candidates in all program tracks) (Effective September, 2019)

Course Number Course Title Semester Hours Required Courses (18 s.h.) SELN 10582 Communication Skills for Students with Disabilities 3 SELN 10577 Collaborative Instruction in Inclusive Classrooms 3 SELN 10585 Educational Assessment in Special Education 3 SELN 10578 Special Education Policy, Advocacy, and Teacher Leadership 3 SELN 10610 Inquiry in Special Education Settings 3 SELN 10611 Practicum: Inquiry in Special Education Settings 3 Graduate Endorsement Track (21 s.h.) Note: This track meets the requirements for the endorsement in Teacher of Students with Disabilities for candidates who already hold a CEAS or Standard certificate in an initial instructional certificate. SPED 08555 Education & Psychology of Exceptional Learners 3 SELN 10585 Educational Assessment in Special Education* 3 SELN 10581 Implementing Positive Behavior Support 3 SPED 08515 Curriculum, Instruction, and Transition in Special Education 3 READ 30530 Teaching Reading to Exceptional Children 3 SPED 08520 Clinical Experiences in Special Education 4 SELN 10592 Clinical Seminar in Special Education 2 NOTE: You MUST APPLY for a Clinical placement months before you wish to complete Clinical Experiences. For information about due dates and application procedures see: https://academics.rowan.edu/education/ofe/Information%20for%20Teacher%20Canidates/Graduate%20Application%20Process.htmlIf you are a teacher in a classroom that includes students with IEPs, you may (with your school’s permission) use your school as your Clinical site. HOWEVER, you still need to apply for a placement. If you are an instructional assistant or serve in some other role in the school you CANNOT use that school for your clinical placement unless the school agrees that you can serve as the classroom teacher during the 8 weeks of Clinical Experiences. If they can’t do that, then you will have to complete your Clinical Experience and Seminar in the second summer session (July-August) when we will try to find you a placement in an extended school year program, special services school, or a private school.

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Autism Spectrum Disorders Track (12 s.h.) NOTE: This track does NOT meet the requirements for the endorsement in Teacher of Students with Disabilities SELN 10590 Teaching Students with Autism and PDD 3

SELN 10591 Instructional Methods for Students with Autism Spectrum Disorders 3

PSY 02600 ABC’s of Applied Behavior Analysis 3

PSY 02520 Assessment and Interventions for Social Skills and Relationships in Children 3

SELN 10582 Communication Skills for Students with Disabilities* 3 Learning Disabilities Track (15 s.h.) NOTE: This track does NOT meet the requirements for the endorsement in Teacher of Students with Disabilities or the Learning Disabilities Teacher Consultant (LDTC) certificate. However, these courses can be applied toward the 33 credits required for the LDTC certificate SPED 08555

Education and Psychology of Exceptional Learners

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LDTC 18503 Foundations of Learning Disabilities 3 READ 30530 Teaching Reading to the Exceptional Child 3 LDTC 18520 Neurological Bases of Educational Disorders 3 LDTC 18510 Applied Learning Theories 3

• Course is required as part of the MA core

Early Childhood Special Education Track Courses. (Starting Fall, 2019)

Course Number Title

ECSE 10500 Characteristics of Young Children with Disabilities (3sh) Online F

ECSE 10501 Methods for Assessing and Teaching Infants and Toddlers with Disabilities (4sh)

Online F

ECSE 10502 Methods for Assessing and Teaching Preschool Children (3-5) with Disabilities (4sh)

Online SP

ECSE10503SupportingDiverseFamilies,CommunityOnlineSP

Partnerships,Transitions(3sh)

ECSE 10504 Self Study Project Inquiry in Early Childhood Online SU

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Special Education (1sh)

MA/EndorsementScheduleNOTE:Courseofferingmaychangeduetofacultyavailabilityandstudentenrollment.

Fall Spring Summer

LDTC 18503 (Mod 2)

Foundations of Learning Disabilities

18520 (Mod 1)

Neurological Bases of Educational Disorders

18510 (Mod 4)

Applied Learning Theories

18520 (Mod 3)

Neurological Bases of Educational Disorders

18510 (Mod 6)

Applied Learning Theories

READ

30530 (Mod 4)

Teaching Reading To Exceptional Children

SELN 10577 (Mod 1)

Collab Inst

10578 (Mod 2)

Special Education Policy, Advocacy, and Leadership

10581 (Mod 2)

Impl Positive Support

10591 (Mod 2)

Inst Meth Autism

10592 (mod 1)

Clinical Seminar

10610 (8 wk)

10578 (Mod 3)

Special Education Policy, Advocacy, and Leadership

10582 (Mod 4)

Communication Skills

10585 (Mod 3)

Ed Assessment

10592 (Mod 3)

Clinical Seminar

10610 (8 wk)

Inquiry in Special Education Settings (Mod 3)

10611 (8 wk)

Practicum: Inquiry in

10577 (Mod 5)

Collab Inst

10578 (Mod 6)

Special Education Policy, Advocacy, and Leadership

10581 (Mod 5)

Impl Positive Support

10582 (Mod 5)

Communication Skills

10585 (Mod 5)

Ed Assessment

10590 (Mod 5)

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Inquiry in Special Education Settings (Mod 1)

10611 (8 wk)

Practicum: Inquiry in Special Education Settings

Special Education Settings (Mod 4)

Introduction to ASD

10592 (Mod 5/Mod 6)

Clinical Seminar

SPED 08515

Curric, Instr, & Transition

08520

Clinical Experiences

08555 (Mod 1)

Ed & Psych

08515

Curric, Inst, transition

08520

Clinical Experiences

08555 (Mod 3)

Ed & Psych

08515 (Mod 5/Mod 6)

Curric, Instr, & Transition

08520 (Mod 5/Mod 6)

Clinical Experiences

08555 (Mod 5)

Ed & Psych

COUNCIL FOR EXCEPTIONAL CHILDREN CODE OF ETHICS

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Special Education Professional Ethical Principles and Practice Standards:

Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

A. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

B. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

C. Promoting meaningful and inclusive participation of individuals with exceptionalities in their schools and communities.

D. Practicing collegially with others who are providing services to individuals with exceptionalities.

E. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalities in educational decision making.

F. Using evidence, instructional data, research, and professional knowledge to inform practice.

G. Protecting and supporting the physical and psychological safety of individuals with exceptionalities.

H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.

I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

J. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

K. Engaging in the improvement of the profession through active participation in professional organizations.

L. Participating in the growth and dissemination of professional knowledge and skills.

*For the comprehensive text of the CEC Code of Ethics, visit http://www.cec.sped.org/

SUMMARY OF MASTER’S DEGREE REQUIREMENTS

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Admission Requirements The following is a list of items required to begin the application process for the program. There may be additional action or materials required for admission to the program. Upon receipt of the materials below a representative from the Rowan Global Admissions Processing Office will contact you with confirmation or indicating any missing items.

Completed Rowan Global Application Form $65 (U.S.) non-refundable application fee

Bachelor’s degree (or its equivalent) from an accredited institution of higher learning

Official transcripts from all colleges attended (regardless of number of credits earned)

Current professional resume

Typewritten statement of professional objectives Minimum undergraduate GPA of 3.0 (on a 4.0 scale) Two professional recommendations

Copy of NJ Teaching Certification (Standard or CEAS) in Elementary or Secondary Subject Area

Graduation Requirements In Order to be Eligible for Graduation You Must Meet Each of the Following Requirements:

1. Acceptance for admission to the MA in Special Education Program 2. Completion and submission of all required forms to Rowan Global 3. Maintenance of a grade point average of at least 3.0 4. A completed application for graduation, as well as a commencement if you wish to

walk in the university’s commencement ceremony. Youmustapplyforgraduationduringtheapplicationperiodpriortothesemesteryouplantograduate.WatchforannouncementsfromtheRegistrar’sofficeandyourprogramadvisoraboutgraduationapplicationdates.

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Registration/Financial Aid/Online Course Information

NOTE: Course information as well as your schedule can be found on Self Service Banner. Go to the Rowan Home page. Click on “Quick Links.” There is a drop down menu there for Self Service Banner.

Online courses are hosted on Canvas. On-Campus courses are hosted on Blackboard. You can find either site by clicking on the Rowan Home page, then clicking on “Quick Links.”

You can also find information about registration at the Registrar’s web site: http://www.rowan.edu/provost/registrar/courseschedule.html

Registration Process

• Visit Rowan Self-Service and click “Access Banner Services”.

• Enter your User ID (Rowan Identification/Banner Number) and PIN. If this is your first time logging in to the Self Service system, your PIN will be your 6-digit birthday, in the format MMDDYY. (If you don’t know your PIN, visit id.rowan.edu.)

• Click “Login.” For first time login, you will be prompted to set a security question. Follow the prompts to continue. (To change PIN or security question later, select the “Personal Information” menu.)

• Select the “Student” tab from the top menu click “Registration” in the list options

• To see available classes for the term in which you are registering, click “Look Up Classes”

• To register select “Add or Drop Classes”

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Frequently Asked Questions

How can I find information on graduate financial aid ? Go to: http://www.rowan.edu/home/financial-aid/graduate-aid

I am in the Endorsement Track. Do I have to apply for a field placement?

Yes. You need to apply for a field placement even if you want to complete the placement where you are employed. Applications are available several months before the semester when you plan to complete clinical practice:

For Fall (Sept./Oct.) Clinical Experience February 1st - March 1st

For Spring (Jan./Feb.) Clinical Experience September 1st - September 30th

For Summer (May/June or July/Aug.) Clinical Experience January 1st - January 31st

Formoreinformation,goto:https://academics.rowan.edu/education/ofe/Information%20for%20Teacher%20Canidates/Graduate%20Application%20Process.html

How do I apply to graduate? For a schedule of graduation application dates and instructions for applying, go to: https://sites.rowan.edu/registrar/graduation-info/index.html

What should I do if I have difficulty registering?

Contact Rowan Global Student Services: globalstudent@rowan.edu

What should I do if I don’t know which classes to take?

Contact the program advisor